Create a thriving garden or allotment that works in harmony with nature and will flourish in the face of ever-changing environmental conditions. In The Resilient Garden and Allotment Handbook, expert organic gardener Sally Morgan shares a wide range of ecological concepts from permaculture, regenerative gardening, agroecology and more to boost your garden’s biodiversity and enrich your soil. This must-have guide will help you: Build your soil so it’s full of healthy organic matter and protect it through no-dig practices, composting, cover crops and mulching Increase resilience through productive plant combinations and polyculture Create wildlife-friendly habitats utilising walls and fences, log piles, water features and wild corners Choose the right plants to attract pollinators and plant defenders Combat disease and keep pests at bay using natural predators, companion planting and trap and barrier crops PLUS The importance of collecting genetically diverse seeds from plants that have adapted to local conditions Sustainably manage water in your garden, especially in times of drought or excessive rainfall Whether you’re a passionate gardener, allotment holder or grower, The Resilient Garden and Allotment Handbook will help you future-proof your garden by giving it everything it needs to adapt and succeed, whatever the climate challenge. (Previously published as The Healthy Vegetable Garden, now updated and revised) 'A must-read for anyone who wants to know how to grow their own zero-food miles, pesticide-free veg, while treading gently upon our planet.' Dave Goulson, author of The Garden Jungle and Silent Earth 'This book could not be better timed, and given Sally’s lifetime experience of organic gardening, it’s bound to inspire all those who want to ‘grow back better’.' Helen Browning, Chief Executive, Soil Association
This high octane book will leave you as passionate about praying for your pastor as NASCAR fans are when their favorite driver pulls into the winner’s circle.
The Female Vision shows why: • What women see matters to organizations • What women notice is what organizations need now • What women value Will Define Organizational Excellence in The Future Women often see the world from a different angle than men. But this fact has been overlooked in most organizations. In this brilliant and strongly argued new book, Sally Helgesen and Julie Johnson demonstrate why “the female vision”—what women notice, what they value, how they connect the dots—constitutes women's most powerful asset in the workplace. Drawing on multiple strands of research, including their own Satisfaction Profile Assessment, they show what companies must do to engage, energize, and support talented women. And they show women how to nurture and sustain their own greatest gifts.
This book looks at the foundations of school self-evaluation from a scientific as from a practical perspective. Planning concepts, restructuring of education systems, organizational theory on schools, evaluation methodology and models of school effectiveness and school improvement are discussed as contributing to the overall conceptualization of school self-evaluation. A broad range of approaches is presented and methodological requirements are discussed. School self-evaluation contains controversial issues that reflect tension between the need for objectivity in a context that is permeated by values and potential conflicts of interests. Similar tensions may be seen to exist with respect to the static and "reductionist" aspects of available data collection procedures in a complex and dynamic situation and the appeal for external accountability on the one hand and improvement oriented self-refection on the other. The mission of the book is to clarify these tensions and offer ways to deal with them in practical applications. The school effectiveness knowledge base is offered as a substantive educational frame of references that serves an important function in selecting relevant factors for data collection and the use of the evaluation results.
Angi Talismann thought her life was firmly on track. She was the Director of an Emergency Department of a large teaching hospital in Halifax, Nova Scotia. But her destiny was elsewhere. Within days she was diagnosed with cancer and her grandmother was attacked by an international thief who was after a family heirloom, a medallion. Prior to her death, her grandmother had insisted that if anything ever happened to her, Angi must contact an old acquaintance in the United States regarding the medallion. This Boston contact was a descendant of a select group of 17th century families who immigrated from Britain to North America in the 1600s. What little Angi remembered was that members of this chosen group were sworn to protect something until the "Coming Times." Her grandmother's death was the chilling signal of the beginning of such times. Heading to the United States, Angi agonized over her role in revealing a family secret which had been held sacred for generations. In Boston, she meets three descendants of this secret society, of which she was also a member. From there she must travel on to Ireland and Scotland to search for answers to a 300 year old mystery. There she plunges into a Celtic world of mythology and ancient history for which she is ill prepared. Nothing in her professional life had prepared her for this. The unfolding journey creates friends of strangers as they try to stay ahead of a killer who knows more about the historical and material value of the medallion than they do and will stop at nothing to gain its power. As they travel, the past, present and future begin to merge. About the Author Sally Robertson, born in Prince Edward Island, obtained her Bachelor and Master's degrees in Canada, and her PhD from Curtin University of Technology in Australia. She is a Usui Reiki Master and Karuna Reiki Master, author of The Pebble, co-author of Mission to India and Invitation to Canada, and lives on Vancouver Island, British Columbia, Canada.
Statistical information on the whole range of American education is presented in this volume. Coverage ranges from kindergarten through graduate school, and is based upon data from both government and private sources. The main part of the book is composed of the following chapters: all levels of education, elementary and secondary education, federal programs for education and related activities, outcomes of education, international comparisons of education, and learning resources and technology. Supplemental sections on population trends, attitudes towards education, education characteristics of the labor force, government finances, and economic trends provide the background needed for evaluating education data.
Digest of Education Statistics 2012 is the 48th in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education--from pre-kindergarten through graduate school--drawn from government and private sources, but especially from surveys and other activities led by NCES (National Center for Education Statistics) part of the Institute for Education Sciences (IES). The digest contains data on the number of schools, students, and teachers, as well as statistics on educational attainment, finances, libraries, technology, and international comparisons. Details on population trends, education attitudes, labor force characteristics, and federal aid supplies helpful background for evaluating the education data. This statistical reference could be helpful to parents choosing schools for their children as well as for teachers, librarians, and public administrators as it tracks enrollment, population trends and key areas of studies with student progress. It also tracks the post-secondary/college level detailing undergraduate tuition and room/board ESTIMATE costs at private nonprofit institutions, private for profit institutions and public institutions. It also tallies the number of postsecondary degrees and provides some gender demographics in this area. The Digest contains seven chapters: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Programs for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Adult Education. Preceding these chapters is an Introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The Digest concludes with three appendixes. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the Digest tables; the second, Definitions, is included to help readers understand terms used in the Digest; and the third, Index of Table Numbers, allows readers to quickly locate tables on specific topics. In addition to updating many of the statistics that have appeared in previous years, this edition contains new material, including: Percentage distribution of 6- to 18-year olds, by parent''s highest level of educational attainment, household type (either two-parent or single-parent), and child''s race/ethnicity (table 12); Enrollment and percentage distribution of enrollment in public elementary and secondary schools, by race/ethnicity and region (table 44); Number and percentage of public school students participating in programs for English language learners, by state (table 47); Children 3 to 21 years old served under Individuals with Disabilities Education Act, Part B, by age group and race/ethnicity (table 49); Percentage of 3-, 4-, and 5-year-old children enrolled in preprimary programs, by attendance status, level of program, and selected child and family characteristics (table 57); Number and enrollment of public elementary and secondary schools that have closed, by school level and type (table 109); Number and percentage distribution of public school students eligible for free or reduced-price lunch, by school level, locale, and student race/ethnicity (table 112); Public elementary and secondary charter schools and enrollment, by state (table 117); First-time kindergartners'' reading, mathematics, science, cognitive flexibility, and approaches to learning scale scores in fall and spring of the kindergarten year, by selected child, family, and school characteristics (table 135); Number and percentage distribution of kindergartners, by kindergarten entry status (i.e., early entrant, on-time entrant, delayed entrant, or kindergarten repeater) and selected child, family, and school characteristics (table 136); Kindergartners'' reading, mathematics, science, cognitive flexibility, and approaches to learning scale scores in fall and spring of the kindergarten year, by kindergarten entry status (table 137); Percentage of 9th-grade students participating in various school-sponsored and non-school-sponsored activities, by sex and race/ethnicity (table 183); Percentage of 4th-, 8th-, and 12th-graders absent from school in the last month, by selected student and school characteristics and number of days absent (table 187); Total and current expenditures per pupil in fall enrollment in public elementary and secondary schools, by function and subfunction (table 214); Total fall enrollment in all postsecondary institutions participating in Title IV programs, by degree-granting status and control of institution (table 222); Percentage of recent high school completers enrolled in 2-year and 4-year colleges, by income level (table 236); Number of postsecondary students who entered the student loan repayment phase, number of students who defaulted, and 2-year student loan cohort default rates, by level and control of institution (table 400); Number and percentage of persons 16 to 24 years old who were neither enrolled in school nor working, by educational attainment, age group, family poverty status, and race/ethnicity (table 429); Employment to population ratios of all persons, males, and females 16 to 64 years old, by age group and educational attainment (tables 431, 432, and 433); Unemployment rates of all persons, males, and females 16 to 64 years old, by age group and educational attainment (tables 434, 435, and 436); Percentage of high school students age 16 over who were employed, by age group, sex, race/ethnicity, family income, nativity, and hours worked per week (table 441); and Average reading literacy scale scores of fourth-graders and percentage whose schools emphasize reading skills and strategies at or before second grade or at third grade, by sex and country or other education system (table 462).
Contains information on a variety of subjects within the field of education statistics, including the number of schools and colleges, enrollments, teachers, graduates, educational attainment, finances, federal funds for education, libraries, international education, and research and development.
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